Unit Name: Unit 5: Similarity, Right Triangle Trigonometry, and Proof

Lesson Plan Number & Title: Lesson 15: Pythagorean Identity

Grade Level: High School Math II

Lesson Overview:
The activities throughout this lesson challenge students to develop a deeper understanding of the
Pythagorean Theorem. In previous courses, students have seen the Distance Formula as a restatement
of the Pythagorean Theorem. Students advance and apply this understanding to develop the
Pythagorean Identity sin2(θ) + cos2(θ) = 1 and realize that this, too, is a restatement of the Pythagorean
Theorem. This lesson is designed for approximately 45 minutes.

Focus/Driving Question:
What connections exist between the Pythagorean Theorem, the Distance Formula, and the trigonometric
ratios?

West Virginia College- and Career-Readiness Standards:

M.2HS.46
Use congruence and similarity criteria for triangles to solve problems and to prove relationships in
geometric figures.
M.2HS.48
Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle,
leading to definitions of trigonometric ratios for acute angles.
M.2HS.49
Explain and use the relationship between the sine and cosine of complementary angles.
M.2HS.50
Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.
M.2HS.51
Prove the Pythagorean identity sin2(θ) + cos2(θ) = 1 and use it to find sin(θ), cos (θ), or tan (θ), given sin
(θ), cos (θ), or tan (θ), and the quadrant of the angle. Instructional Note: Limit θ to angles between 0
and 90 degrees. Connect with the Pythagorean theorem and the distance formula. Extension of
trigonometric functions to other angles through the unit circle is included in Mathematics III.

Manage the Lesson:

Students use and apply their understanding of trigonometric ratios and the Pythagorean Theorem to
prove the Pythagorean identity sin2(θ) + cos2(θ) = 1. Students apply the Pythagorean identify to find
sin(θ), cos (θ), or tan (θ), given sin (θ), cos (θ), or tan (θ).
Students see the distance formula and the Pythagorean identity sin2(θ) + cos2(θ) = 1 as restatements of
the Pythagorean Theorem.

Academic Vocabulary Development:

No new vocabulary is introduced. In a variety of investigations and explorations, students continue to
strengthen their understanding of the vocabulary introduced in previous lessons. Students develop the
ability to use vocabulary related to trigonometric ratios and the Pythagorean Theorem in problem solving
situations.
Launch/Introduction:
Khan Academy https://www.youtube.com/watch?v=XTWZ_M8d-4g poses a problem concerning the
collision of two ships. In this problem situation, a diagram is created of the path of the two ships. After
determining that the path of the two ships forms a right angle, a trigonometric ratio is used to determine
the point of the collision.

Investigate/Explore:
Throughout the past few lessons, students have created diagrams of problem situations, identified the
appropriate trigonometric ratio to use, and solved equations involving trigonometric functions. In a class
conversation, ask students about their experiences in previous courses with right triangles. Lead students
to recall their prior experiences in using the Pythagorean Theorem in problem solving situations.
Distribute 15.1 Distance Formula. Students determine the length of line segments on a coordinate grid.
Students initially find the length of horizontal and vertical segments. To find the length of diagonal
segments, students create right triangles using the diagonal segment as the hypotenuse, and then use
the Pythagorean Theorem. As the problems progress, students are asked to generalize their solution
method to create a formula for determining the distance between any two points. In a whole class
discussion, ask students to share their formulas. Students may generalize that the square of the
hypotenuse can be determined using (x – x) + (y – y). Help students create the Distance Formula by
creating an expression to determine the hypotenuse rather than the square of the hypotenuse.
Present students with Walk in the Desert, Part 1 (Math is Fun http://www.mathsisfun.com/activity/walk-in-
desert.html). In this problem situation, students use the distance formula to determine the distance the
pilot of a crashed plane has walked. A Walk in the Desert, Part 2, continues the problem situation and
asks students to use trigonometric functions to determine the direction the pilot has walked. The website
continues to provide problem situations in Your Turn. Divide the class into student teams and challenge
them to compete as the ten problem found in Your Turn are presented. In this informal assessment,
student teams will have the opportunity to demonstrate their ability to apply the Pythagorean Theorem
and the Distance Formula.
Distribute 15.2 The Trigonometric Ratios and the Pythagorean Theorem. Students combine their
understanding of the trigonometric ratios and the Pythagorean Theorem to create the Pythagorean
identity sin2(θ) + cos2(θ) = 1.

Summarize/Debrief:
Distribute The Hopewell Geometry Problem (Inside Mathematics
http://www.insidemathematics.org/assets/common-core-math-tasks/hopewell%20geometry.pdf). This
performance task challenges students to use their understanding of similar triangles to identify similar
triangles on a grid and from dimensions. Students construct arguments to prove that two triangles are
similar. They use trigonometric ratios to calculate an angle in a 3-4-5 right triangle and apply the
Pythagorean Theorem to find missing dimensions in right triangles.
15.3 Check Your Understanding presents students with problems that can be solved using the Distance
Formula and/or the Pythagorean identity sin2(θ) + cos2(θ) = 1. Given sin (θ) students are asked to find cos
(θ). Given the coordinates of a right triangle, students are asked to find the measures of its angles and the
lengths of its sides.

Materials:
15.1 Distance Formula
15.1 The Distance Formula - Key
15.2 The Trigonometric Ratios and the Pythagorean Theorem
15.3 Check Your Understanding
15.3 Check Your Understanding - Key
Three different animated illustrations of the Pythagorean Theorem http://mathsisfun.com/pythagoras.html
A collection of 76 approaches to proving the Pythagorean Theorem http://cut-the-
knot.org/pythagoras/index.shtml
Applications of the Pythagorean Theorem in, especially in 3-dimensional geometry
http://demonstrations.wolfram.com/PythagoreanTheorem3D/

Career Connection:
As property is bought and sold, accurately determining boundary points becomes essential. Surveyors
use trigonometric relationships to accurately determine the location of points and the distance and angles
between them. Road makers, bridge builders and those whose job it is to get buildings in the right place
all use trigonometric functions in their daily work.

Lesson Reflection:
Students should be able to address the lesson’s focus questions. Students should be able to explain the
connections between the Pythagorean Theorem, the Distance Formula, and the trigonometric ratios.
Students should see the Distance Formula and the Pythagorean Identity as restatements of the
Pythagorean Theorem. Students should be able to use the Distance Formula and Pythagorean Identity to
determine missing measures in a triangle.
In Lesson 1, teachers were provided with a guide to aid them in reflecting upon the lesson as they seek to
improve their practice. Certainly, it may not be feasible to formally complete such a reflection after every
lesson, but hopefully the questions can generate some ideas for contemplation.
15.1 The Distance Formula
15.1 The Distance Formula - Key
15.2 The Trigonometric Ratios and the Pythagorean Theorem
15.3 Check Your Understanding
15.3 Check Your Understanding - Key